Joanna M. Badagliacco, Ph. D. , Director

How is your syllabus unlike a student?s high school teacher?

It is my experience that the importance of the syllabus to first-semester students cannot be overestimated. This is an issue that might have been lost on those of us who have been producing syllabi for several years.

For many incoming students, this is the very first time that they are tackling the task of being responsible for themselves, without continuous input from parents and high school teachers. The seminar syllabus is a good example: we expect them to read and follow it but they do not understand the relevance of this information and their responsibilities concerning it. Be sure to tell them several times over the first few weeks that in your course and in others, they are responsible for reading and knowing what is contained in the syllabus, i.e., reading assignments, due dates for projects, examination dates, field trip arrangements, etc. In high school, most have not had to think of these issues, because their teachers reminded them often, and parents were there to reinforce that work needed to be done.

Be prepared to answer repeated questions on when things are due. My pat answer is, ?What does it say in the syllabus?? It is also a good idea to either have extra printed copies of the syllabus available, or, (my personal preference) post a copy on your course web site where it can be available readily without your intervention.

Here are some items you should be sure to consider and/or include in your syllabus:

1. There are several Faculty Senate rules that apply to undergraduate education, and, in particular, to your syllabus. Refer to the UK website Students Rights and Responsibilities: www.uky.edu/StudentAffairs/Code
2. The syllabus is similar to a contract between you (your department, college, and the University) and the student, and should be considered as such. The Academic Ombud reminds us that it should be ?clear, explicit, and complete,? and should not contain imprecise, vague, or ambiguous language.
3. You must give out your syllabus by the first or second meeting of the course. The course syllabus may be emailed to students, or posted on your (course) website. The syllabus must be available for reference throughout the semester.
4. Include full and accurate information regarding the seminar title, section number, scheduled meeting times and place. Include information about how students can contact you, and when you will hold your office hours, as well as where your office is located.
5. You must schedule office hours for Discovery seminars, and it has been our experience that additional hours may be necessary for these students. In addition, do expect and encourage them to contact you by email and phone, as you think appropriate.
6. The readings and texts you will use must be clearly specified in your syllabus, as well as where they might acquire these items. If you put materials on reserve, tell them how to access the materials.
7. Grading criteria must be carefully explained in the syllabus. How will you assess the students? Student performance should be noted in whole, as well as for each type of assignment. Provide students with a numerical scale with the weight of each component; e.g., class presentation = 30%; quizzes = 10%, etc. In addition, be very clear about ?participation? grades and explain what constitutes participation in each instance and overall.
8. Instructors must provide students with a mid-semester grade before the last day to withdraw from a course. You should state this in your syllabus. For example, ?The last day to withdraw from a course is Friday, October 20, 2006, and I will provide you with a mid-semester grade on/by Monday, October 16, 2006.
9. Tell students clearly in your syllabus what your policy is about attendance. It is my experience that attendance is high for Discovery Seminars due to the nature of the course and small class size. Nevertheless, be clear about your philosophy and policy on attendance. (I urge you to take attendance at least in the early part of the semester, in an effort to get students into the habit.) If you feel that students should lose points toward their overall grade for failing to attend, be explicit about how many points and how often you will tolerate an unexcused absence. Include a reference to your policy about excused absences (see www.uky.edu/StudentAffairs/Code).
10. Plagiarism has been an issue in the past. There were several cases in Discovery Seminars in which students turned in work as their own that they had taken directly from the internet. In these instances, the student fails the course, a letter from the Dean of the College of Arts and Sciences is made part of the student?s permanent file, and the student?s grade point average is negatively affected for the rest of her/his academic career. A student cannot make up a failed grade in the instance of plagiarism or cheating. Be sure to include a statement on plagiarism in the syllabus, noting that the minimum penalty is failure for the course, with the possibility of suspension and dismissal from the University. A copy of the official UK regulation is found on the Student Affairs website mentioned above. Please contact the DSP office if you suspect a student of plagiarism.
11. Cheating, similar to plagiarism, is covered in the Student?s Rights and Responsibilities web site. The Ombud statement notes that you must make clear ?expectations of academic honesty and of the absolute unacceptability of plagiarism and other forms of cheating.? The penalty for cheating is a minimum of an ?E? grade (failure) for the course, with the possibility of suspension and dismissal from the University. New modes of cheating arise all the time. Presently, some students are using cell phone messaging and instant pictures to cheat. Using cell phones to cheat is relatively new and updated regulations might be necessary to handle it. Suffice it to say, you should instruct your students to turn off their cell phones in any class and, if you think it is necessary, require your students to put their cell phones in their book bags and leave bags at the front of the room before you give an examination. You should state this information in your syllabus. As with plagiarism, please contact the DSP office if you suspect a student of cheating.
12. Discovery seminars have substantial participation by students. It is a good idea to include in your syllabus a statement about maintaining a good classroom atmosphere with regard to behavior, respect, decorum, and civility. This is a very important issue, and you should state clearly that you expect a level of civility that does not tolerate attacks of a personal nature or statements that denigrate others. Students should be expected always to address the issues under discussion, never the personalities of the other participants.

If you would like to discuss your Seminar, and any challenges or opportunities that come up, please feel free to call or email the DSP office: 257-6894, or discovery@uky.edu.